Sofia de Almeida Eng 730 – Introduction to Graduate Studies

Spring 2014 Instructor: Dr. Martinez

Questionnaire Development - Final

ESL Teachers Multicultural Self-Awareness Assessment (ESL-TMSAA)

Research on multicultural self-awareness has been primarily concerned with pre-service

teachers (e.g.: Brown, 2004; Larke, 1990; Weinstein, 2004); however, in the present era of
globalization, characterized for its transidiomatic practices (Jacquemet, 2005) and increasing
immigration, it becomes crucial to broaden the scope of multicultural awareness research to
include in-service practitioners. Adapted from previous studies in the field of Education, the
survey that follows focuses primarily on ESL in-service instructors. It is an attempt to understand
the extent to which ESL teachers at the Community College of San Francisco are aware of their
sensitivity to learners' cultural background, and how this may affect their learners' identity and
performance. Three main categories of teachers' multicultural self-awareness will be addressed,
namely, cognitive, affective/attitudinal and behavioral dimensions (Rew et al., 2003). Careful
analysis of the data collected could be deemed useful in research studies pertaining to classroom
management, curriculum development and teacher training programs in order to promote
effective English language teaching (ELT) practices, while avoiding the imposition of mainstream
ideologies in ESL pedagogy.

Participants and context

For the purposes of this questionnaire, 40 ESL teachers from City College of San Francisco's
Mission and Chinatown campuses will be surveyed. These two contexts were selected due to the
cultural diversity which characterizes their student population. It is hoped that such pedagogical
environments will constitute a reliable microcosmos, representative of ELT practitioners'
multicultural self-awareness in similar contexts nationwide.
 References

Brown, E. L. (2004). The relationship of self-concepts to changes in cultural diversity

awareness: Implications for urban teacher educators. The Urban Review, 36(2),
119-145.
Collins, S. E. (2009). Cultural diversity awareness of elementary school teachers in Georgia
classrooms. Electronic Theses & Dissertations. Paper 220.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research:
Construction, administration, and processing (2nd Ed.). New York: Routledge.
Gozu, A., Beach, M. C., Price, E. G., Gary, T. L., Robinson, K., Palacio, A., & Cooper, L. A.
(2007). Self-administered instruments to measure cultural competence of health
professionals: a systematic review. Teaching and Learning in Medicine, 19(2),
180-190.
Jacquemet, M. (2005). Transidiomatic practices: Language and power in the age of
globalization. Language & Communication, 25(3), 257-277.
Koyama, C., Plash, S., & Davis, K. (2012). Comparing Cross-Cultural Multicultural Self-
Awareness among K-12 In-Service School Teachers. SRATE Journal, 21(1), 29-36.
Kubanyiova, M. (2006). Developing a motivational teaching practice in EFL teachers in
Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-EJ,
10(2), 1-17.
Larke, P. J. (1990). Cultural diversity awareness inventory: Assessing the sensitivity of
preservice teachers. Action in Teacher Education, 12(3), 23-30.
Nieto, C., & Booth, M. Z. (2010). Cultural competence: Its influence on the teaching and
learning of international students. Journal of Studies in International Education,
14(4), 406–425.
Rew, L., Becker, H., Cookston, J., Khosropour, S., & Martinez, S. (2003). Measuring cultural
awareness in nursing students. Journal of Nursing Education, 42(6), 249-257.
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of
culturally responsive classroom management. Journal of Teacher Education,
55(1), 25-38.
 ESL Teachers Multicultural Self-Awareness Assessment (ESL-TMSAA)

We would like to ask you to help us by answering the following questions concerning second
language teaching. This survey is conducted by the San Francisco State University TESOL
Graduate Program to help inform our understanding of ESL teachers' multicultural self-
awareness. Your answers to these questions will be kept in the strictest confidence. We are
interested in your personal opinion. Please give your answers sincerely, as only this will
guarantee the success of the investigation. Thank you for your collaboration.

Below are 34 statements that you may agree or disagree with.

Using the scale provided on the right, please indicate your

Strongly Disagree

Slightly Disagree
opinion regarding each statement by placing an "X" in the box

Strongly Agree
Slightly Agree
that best describes the extent to which you agree or disagree
with the statement. Please choose only one option. Your sincere

Disagree
responses are greatly appreciated.

Agree
Part I: Cognitive Dimension

1. Learning a second language also means learning the culture of the target
language.

2. It is the teacher's responsibility to become knowlegeable of the students'

cultural backgrounds.

3. By becoming familiar with my students' culture I am contributing to

creating a more engaging learning environment.

4. I am aware of the obstacles faced by immigrant learners in seeking

access to jobs in the United States.

5. I understand that my students may come from cultures where

educational traditions are different.

6. Conflicts are likely to occur when teachers and students come from
different cultures.

7. Students from certain cultural backgrounds tend to participate more

than others.

8. There is a risk of reinforcing stereotypes when talking about my

students' cultural traditions in the classroom.

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 ESL Teachers Multicultural Self-Awareness Assessment (ESL-TMSAA)

Strongly Disagree

Slightly Disagree

Strongly Agree
Slightly Agree
Disagree

Agree
Part II: Attitudinal/Affective Dimension

9. My responsibility as an ESL instructor is to teach the language, not the

culture.

10. Students who avoid responding when called upon are lazy.

11. Students who avoid actively participating (e.g.: by answering or asking

questions, making comments or joining the class discussion)
demonstrate a lack of interest.

12. Students who volunteer answers without raising their hands first denote
a lack of respect towards their classmates and the teacher.

13. It is in the students' best interest to make efforts to adapt to the

American norms of behavior.

14. Students may not actively participate in classroom activities for cultural
reasons.

15. My attitude in the classroom reflects my cultural values.

16. Students may not actively participate in classroom activities due to

shyness.

17. Students are likely to face fewer challenges in the US if they adapt to
American culture.

18. I feel uncomfortable when students use their L1 in the classroom.

19. Students from other cultures can succeed in the U.S. and still maintain
their cultural practices.

20. Students from certain cultural backgrounds tend to be more

hardworking than others in the classroom.

21. I can make educated guesses regarding my students' learning styles

based on my previous experience with other students of the same
nationality.

22. I enjoy interacting with students from different cultures.

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 ESL Teachers Multicultural Self-Awareness Assessment (ESL-TMSAA)

Strongly Disagree

Slightly Disagree

Strongly Agree
Slightly Agree
Disagree

Agree
Part II: Attitudinal/Affective Dimension (Cont.)

23. I avoid forming an impression of students from different cultures before

getting to know them.

24. I often get discouraged when I teach a culturally diverse group of

learners.

25. My knowledge of a student's particular culture affects my expectations of

his/her performance.

Part III: Behavioral Dimension

26. I avoid calling on students whose name I find difficult to pronounce.

27. In my classroom I enforce a strict English-only policy.

28. I provide opportunities in the classroom for students to share their

cultural values and traditions.

29. I try to use materials (e.g.: textbooks, articles etc.) which reflect the
cultural ideology of the language I teach.

30. I tend to be more patient with students who adhere to my cultural norms.

31. I make adaptations to my teaching practices to accommodate my

students' different cultures.

32. I use materials (e.g.: textbooks, articles etc.) which feature different
cultures.

33. I encourage my students to post pictures from their countries on the

classroom walls.

34. I take into account my students' cultural background when providing

feedback.

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 ESL Teachers Multicultural Self-Awareness Assessment (ESL-TMSAA)

Part IV: Please answer the following additional questions:

35. Please indicate your country of origin:

36. Where did you receive your professional training?

37. How many years have you been teaching ESL?

38. How many years have you been teaching at this institution?

39. Have you studied abroad? If so, please indicate where and the length of your stay:

40. Have you taught abroad? If so, please indicate where and the length of your stay:

41. Have you received any Cultural Diversity Awareness instruction?

42. Which culture do you identify with?

Thank you for your participation

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